Strategies

A Journal for Physical and Sport Educators

ISSN: 0892-4562 (Print) 2168-3778 (Online) Journal homepage: http://www.tandfonline.com/loi/ustr20

Academic Language in Physical Education

Phoebe Constantinou

To cite this article: Phoebe Constantinou (2015) Academic Language in Physical Education,
Strategies, 28:3, 9-17, DOI: 10.1080/08924562.2015.1025169

To link to this article: http://dx.doi.org/10.1080/08924562.2015.1025169

Published online: 13 May 2015.

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 ACADEMIC LANGUAGE
in Physical Education
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By Phoebe Constantinou

N
ew York State has recently adopted the education Teacher Performance
Assessment (edTPA) as part of the Teacher Certification Examination (http://www.nystce.
nesinc.com). The edTPA requires teacher candidates to prepare a comprehensive portfolio
that includes lesson plans, handouts, and video clips of instruction, as well as class assessments and
analyses of student learning. The edTPA has caused much excitement and passionate discussions
among New York State teacher education programs. As a result, a greater collaborative and
cooperative approach among all disciplines, as well as among teacher education programs, has
emerged. One of the edTPA requirements is the integration of academic language into each
instructional task. This requirement has created uncertainty and confusion among preservice
physical education candidates.
Volume 28 May/June 9

Discipline-specific
vocabulary can be
words such as muscular
endurance, agility or
forward roll.
Inservice physical educators are in a similar situation. They
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are expected to incorporate the Common Core Literacy Stan-
dards in their teaching as well. The Common Core Standards
(2014) for reading, writing, speaking and listening are directly
related to academic language skills. Thus, two of the most com-
mon questions often raised by both physical education teachers
and teacher candidates are:
W hat is academic language?
How can it be incorporated into a physical education les-
son plan?
This article answers these two questions and aims to provide
a step-by-step approach designed to help preservice and in-
service teachers understand and incorporate academic language
into their lesson planning. It provides examples of discipline-
specific vocabulary, language functions, syntax and discourse.
Examples of teaching strategies and assessment tools that en-
hance and measure academic language skills are also discussed
and presented.
What Is Academic Language?
Academic language is defined as the oral, written and non-
verbal language used for academic purposes (edTPA, 2013).
Academic language is the primary vehicle for teaching, learn-
ing and the overall intellectual development of an individual.
It is the formal language used in textbooks, assessments, class-
rooms and workplaces. Thus, mastery of academic language is
considered a powerful and necessary skill, not only for academic
success, but also for professional success. According to Wasik
(2006), academic language and vocabulary development
in particular is closely related to a students progress and
achievement in school.
Academic language entails higher-order thinking, using
cognitively complex concepts with more technical terms and
sophisticated vocabulary. Longer sentences incorporating tran-
sition words, such as however, moreover and in addition,
are necessary to support the grammatical complexity that aca-
demic language demands. One way to become more aware of
academic language is to compare it to social language (Lip-
10 Strategies
pincott & Hill-Bonnet, 2008; Sweetwater District-Wide Aca-
demic Support Teams, 2010, Hundley, 2012).
Social language is often used to verbally communicate daily
events such as discussing movies in an informal gathering. In
these situations, an individual has the opportunity to rephrase
and repeat words until the concept being expressed is com-
municated clearly. Social language may include slang, short
sentences, or even incorrect grammar, yet in this context, these
types of foibles are generally not considered inappropriate.
On the other hand, in a formal academic setting, such as a
conference or formal panel discussion, slang, grammatical er-
rors and other language mistakes are considered inappropriate
and unacceptable. Furthermore, in formal academic settings,
the ideas and topics at hand are more complicated and com-
plex. Written formal documents provide no opportunities for
rephrasing or clarifications. Thus, utilizing discipline-specific
academic language to articulate complex concepts and ideas in
the field is critical for any individual and is imperative for stu-
dent success (Lippincott & Hill-Bonnet, 2008; Wasik, 2006).
The edTPA Academic Language
Requirements
According to the edTPA definition, discipline-specific
academic language is the language necessary for students to
learn the content and concepts within a discipline (edTPA,
2013).Thus, the language demands necessary for each in-
structional task must be identified. Language demands are
the receptive language skills (e.g., listening, reading) and the
productive language skills (e.g., speaking, writing) in other
words, all language skills that a student might need to un-
derstand or communicate concepts (e.g., listen to directions
or read guiding instructions, answer a question verbally, pre-
pare a fitness plan, analyze a movement pattern, respond to
written questions, research a topic, discuss or give feedback
to peers, etc.). These common lesson activities create language
demands for students and need to be addressed for successful
completion of the instructional task (OHara, Pritchard, &
Zwiers, 2012)
Vocabulary
In the field of physical education, academic language require-
ments include discipline-specific vocabulary and key phrases
(see Figure1 for examples). Discipline-specific vocabulary can
be words such as muscular endurance, agility or forward roll. It
appears that discipline-specific vocabulary poses no diculty
for teacher candidates. They automatically, yet unconsciously,
use such discipline-specific vocabulary in their instructional
tasks. With minor guidance and instruction, teacher candidates
can become aware of such practices and use the vocabulary pur-
posefully.
Language function
The candidates uncertainty regarding academic language
appears to focus primarily on language function and discourse.
 Flexibility,
teaching
cues,
lay-up,
jump
shot,
spike,
set,
underhand
service,
skip,
jump,

gallop,
slide,
agility,
etc.

Vocabulary

Player-to-player defense, V-cut, corner kick, free throw, penalty kick, o-side, etc.
Key Phrases
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Figure 1. Examples of vocabulary and key phrases used in physical education.

Table 1. Cue Words to Assist with Language Function in Physical Education

Analyze Contrast Describe Interpret Sequence Signal

Scrutinize Likewise In other words Guess At which point

Break down However That is to say Conclude that At this time

Dissect Nevertheless According to Estimate Simultaneously

Investigate Despite Specifically Speculate Subsequently

Cue Words

On the other Draw a

Determine Who, what
hand conclusion

Elements Contrary to When, where Believe

Conversely Why, how Due to

Since

In light of

Volume 28 May/June 11
 An elephant moves at a ___________ level, but a/an __________ moves at a __________ level. A turtle moves ___________.
However, a/an _____________ moves _____________.
An elephant moves at a high level, but a rabbit moves at medium level. A turtle moves slowly. However, a rabbit moves fast.
Figure 2. An example of an exit slip to prompt correct sentences.
In the edTPA K12 Physical Education Assessment Handbook
(2013), the words analyze, contrast, describe, interpret, syntax is closely related to sentence structure, one should also
sequence and signal are used as samples of language func-
tion. Language function should be seen as the breadth of lan-
guage patterns that help communicate relationships between
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ideas (Sweetwater District-Wide Academic Support Teams,
2010). In the physical education setting, the language func-
tion is demonstrated when students are contrasting defensive
strategies, like player-to-player versus zone defense. Another
example of language function is when students are asked to ex-
plain the how and why of a movement or when they are asked
to engage in signaling verbally and nonverbally to classmates
about tactics during a game (edTPA, 2013). Table1 provides
cue words associated with language function in physical edu-
cation.
Syntax
Syntax is defined by the edTPA as The set of conventions
for organizing symbols, words, and phrases together into struc-
Requiring teacher
candidates to have
academic language
objectives for each
lesson plan brings
the integration
of academic
language to the
forefront of their
teaching tasks.
12 Strategies
tures (e.g., sentences, graphs, tables) (edTPA, 2013, p. 46). As
be cognizant of the dictionary definition of syntax as a ma-
jor part of grammatical sentences in a language (Dictionary.
com). Syntax deals with the length of sentences, the complexity
of verb tenses, and the utilization of transition and connective
words such as however, because, therefore, yet, as, de-
spite, and so on.
Teacher candidates should also be aware that syntax com-
plexity is more challenging for English-language learners
(ELL). For example, it might be easy for a native English
speaker to say, My pencil is longer than your pencil, but it
is quite confusing for an ELL student who, based on his or
her native language syntax, may say, Pencil mine longer than
pencil yours. Providing prompts and cue words such as those
shown in Figure2 can help all students use correct sentence
structure.
Discourse
Discourse is the spoken or written language used in a so-
cial context of a particular discipline. In other words, it is how
members of a discipline speak, write, generally communicate,
and participate in the construction of knowledge. Discipline-
specific discourse has distinctive linguistic features that help in-
dividuals to comprehend and interpret the different discipline-
specific texts and talks. For example, the discourse of a physical
education teacher communicating a game strategy is different
than the discourse of a mathematics teacher communicating
a math-equation solution strategy. Table 2 provides examples
of academic language discourse, syntax, and possible language
function.
Strategies for Integrating Academic
Language in Physical Education
What to consider
The first and most important strategy for the integration of
academic language in physical education is to ensure that aca-
demic language is built into each and every lesson plan. Creat-
ing a separate section in the lesson plan that focuses solely on
academic language is critical. Furthermore, requiring teacher
candidates to have academic language objectives for each les-
 Table 2. Discourse, Syntax, Vocabulary and Possible Language Function in Physical Education
Discourse
Oral Writing Reading
When: Instructing, describing, explaining When: Journals, exit slips, When: Gathering information,
How to do it, game procedures and activities, why/ cognitive tests doing homework
how/when/what is going on or should go on Possible language function: For game strategies, health
Possible language function: Describe, interpret, sequence or fitness concepts
Sequence, describe Syntax
When: Questioning and analyzing When: Goal setting and fitness When: Assessing and evaluating
Checking for understanding, examining how an planning Criteria sheets, rubrics, tests,
activity/skill works, promoting class discussion Possible language function: quizzes, exit slips
Possible language function: Sequence Possible language function:
Describe, sequence, analyze, interpret Syntax Contrast, analyze
When: During evaluation When: During peer assessments
O wn and others strengths and weaknesses, self- and and self-assessments
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peer-assessment, feedback Possible language function:

Possible language function: Analyze
Analyze
When: Speculating, hypothesizing When: Movement skills, game
Problem solving, suggestions, opinions vocabulary, game strategies
Possible language function: Vocabulary:
Analyze signals, key phrases, symbols
Syntax
When: Socializing
Effective communication skills, respectful
interactions, positive encouragement, referring own
games
Syntax

Table 3. Suggestions for Enhancing Academic Language in Physical Education

Question
What will help build academic language
within this learning task/activity?
How will I (as a teacher) model
appropriate language?
How can I create a learning
environment that would enhance
academic language in my learning task?
How and when will I provide
opportunities for students to practice
academic language?
Suggestions
Incorporate vocabulary and spelling into tag games and other warm-up activities.
Adopt a language function for the day
Write and talk in whole, meaningful sentences
Expect students to use complete sentences for oral and written communications
Demonstrate how to use key physical education vocabulary
Explain motor skills, movements patterns, game play, strategies, etc., utilizing
specialized vocabulary
Use pictures alongside words for elementary students
Work with partners
Share ideas
Check for understanding
Problem-solve situations
Implement timeouts for game strategies
Use graphic organizers
Exit slips, tests, quizzes, projects
Homework
End-of-class discussions/summaries

Volume 28 May/June 13
 1. Word walls: In the gymnasium, create a wall or bulletin
board where specialized vocabulary words for the unit/
topic can be posted alongside language function words
such as describe or analyze. Teaching cues, key objec-
tives, cue cards, station cards, fitness graphs or strategy
diagrams, as well as pictures and charts can also be posted
on the word wall. This provides a constant reminder not
only for the students, but also for the teachers. Such
practices can enhance academic language and address the
needs of visual learners and ELLs (Kinsella, 2012; Short,
2002). See Figure3 for an example.
2. Personal or public dictionaries: Students can be encour-
aged to develop a personal dictionary where they keep
track of specialized vocabulary. At the same time, a poster
can be placed on the wall where common specialized or
functional words can be written by students. Students can
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be encouraged or assigned to keep a notebook of new/

important words and definitions.
3. Language quilt: A language quilt is a four-box poster
placed on the wall. Teachers and students work together
to fill it out with academic language. This activity can take
place at the beginning of the lesson, when the teacher in-
troduces the academic language objective of the day, or at
the end of the lesson during closure while summarizing
the days lesson. The quilt should have at least four boxes:
a box for spelling the word, one for defining it, another
showing the word used in a sentence, and a box where the
word is translated into another language. Students should
be part of this process by either selecting the word or by
Figure 3. Word Wall Sample. contributing to the spelling, definition, translation or us-
ing the word in the sentence. The translation of the word

son plan brings the integration of academic language to the

forefront of their teaching tasks. An example of an academic
language objective could be: Students will be able to correctly
formulate movement sentences showing their understanding of Simple strategies
sequencing a basketball lay-up shot.
As teacher candidates prepare their lesson plans, they should such as word walls,
consider the following questions:
word quilts, or
W hat will help build academic language within this
learning task/activity? graphic organizers
How will I (as a teacher) model appropriate language?
How can I create a learning environment that would en- can be enjoyable
hance academic language in this learning task/activity?
How and when will I provide opportunities for students for students and
to practice academic language?
have the potential
Table 3 provides suggestions to answer these questions.
to promote
What to do
There are a few strategies that can significantly contribute
more than just
to the integration of academic language in physical education.
These are word walls, personal dictionaries, language quilts, and
vocabulary.
graphic organizers.

14 Strategies
 Translate into a Define using a picture
List the vocabulary dierent language and in writing Use the word in a sentence
Bicep arm muscle Angela likes to work on
(Greek) building bigger bicep muscles
in her arms.

The muscle that brings the

forearm toward the shoulder

Figure 4. Example of a word quilt.

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could be based on languages spoken by ELLs in the class to integrating language function in physical education.
or on other common languages in the community. See an For example, using a graphic organizer, such as the Venn
example in Figure4. diagram shown in Figure5, students can identify differ-
4. Graphic organizers: Graphic organizers are visual dis- ences and commonalities between two sports (e.g., Euro-
plays that delineate the relationships between facts, terms pean handball and basketball). Moreover, with the help
and/or ideas within a learning task (Hall & Strangman, of cue words, as shown in Figure6, students can write a
2002). They are
<LE5>Figure 5. often
Venn used in classroom
diagram to settings
help withto repre-
contrastingparagraph or short essay utilizing contrast as a language
two sports</LE5>
sent and organize students knowledge or ideas. Graphic function and as a way to practice their discipline-specific
organizers, however, can be quite effective when it comes vocabulary and syntax.

Commonalities Basketball
Handball
Seven players on the court Invasion games Five players on the court
Stay behind goal-area line to score Can attempt to score from any place
Game tactics
Up to three steps while holding ball No step while holding ball
Dribbling
Goal keeper No goal keeper
Defender between
Nets Basket hoops
offense and goal

Rectangular court

Figure 5. Venn diagram to help with contrasting two sports.

Volume 28 May/June 15
 One similarity between ___________and ___________ is that both _____________ and use similar

______________ in order to score. One difference is that in ______________ a player can shoot

from______________________ in the court, while in _____________ the player must shoot from

_____________. Another difference between _____________ and _______________ is that _____________

has ______players, while _____________ has ____________players in the court. Nevertheless, both sports are

quite _____________.

One similarity between handball and basketball is that both are invasion games and use similar tactics in order

to score. One difference is that in basketball a player can shoot from any place in the court, while in handball

the player must shoot from behind the goal-area line. Another difference between handball and basketball is
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that handball has seven players, while basketball has five players in the court. Nevertheless, both sports are quite

competitive/popular/fun to play.

Figure 6. Cue words to help with language function contrasting.

Conclusion negative. The reality, however, is that by integrating academic

Academic language is not a new concept in the field of ed-
ucation. Even before schools widely existed, individuals who
had good language skills and the ability to clearly articulate
their thoughts and ideas were considered sophisticated and
educated. Academic language may not always have been pur-
posefully and/or consciously integrated into education, but it
has always been an essential characteristic of who is considered
educated. Today, however, educators are asked to consciously
and systematically incorporate academic language into their
specific disciplines to make certain that the 21st-century gener-
ation acquires the necessary skills for academic and professional
success. Some may argue that the need for academic language
skills is even more important today than ever before. The cell
phone texting practice that has captivated the younger genera-
tion does not promote proper language use, as texting is highly
informal and riddled with abbreviations that can be ambiguous
or understood by few.
Understanding the importance of academic language skills
and purposefully training preservice physical education teach-
ers to integrate all language demands discipline-specific
vocabulary, language function, discourse, and syntax into
their practices is a basic yet necessary step. Simple strategies
such as word walls, word quilts, or graphic organizers can be
enjoyable for students and have the potential to promote more
than just vocabulary. Assessment tools such as exit slips or
quizzes, when purposefully designed, can also provide valu-
able information about students academic language skills. The
edTPA and its academic language requirement have definitely
caused reactions among physical educators, both positive and
language into the physical education curriculum, educators can
provide a significant language-enriching experience for all stu-
dents.
References
Dictionary.com (n.d) Retrieved from http://dictionary.reference.com/
browse/syntax?s=t
Education Teacher Performance Assessment. (2013). K12 physical ed-
ucation assessment handbook. Retrieved from https://lms.manhattan.
edu/pluginfile.php/142283/mod_resource/content/0/k-12-
physical-education---assessment-handbook.pdf
Hall, T., & Strangman, N. (2002). Graphic organizers. Retrieved from
http://aim.cast.org/sites/aim.cast.org/files/NCACgo.pdf
Hundley, M. (2012). Academic language, edTPA TM [PowerPoint
slides]. Retrieved from http://www.nystce.nesinc.com/PDFs/
edTPA_AcademicLanguage_NY_12_12_12.pdf
Kinsella, K. (2012). Disrupting classroom discourse: Preparing English
learners for Common Core academic language demands [PowerPoint
slides]. Retrieved from http://www.azed.gov/english-language-
learners/files/2012/11/kinsella_az_oelas_keynotehandout.pdf
Lippincott, A., & Hill-Bonnet, L. (2008). Academic language. What is
it? How do I know if I see it? [PowerPoint slides]. Retrieved from
http://gonzagateach.wikispaces.com/file/detail/PACT+Academic+
Lang-08-2.ppt/297593182
OHara, S., Pritchard, R., & Zwiers, J. (2012). Identifying academic
language demands in support of the Common Core Standards.
ASCD Express, 7(17). Retrieved from http://www.ascd.org/ascd-
express/vol7/717-ohara.aspx
Short, D. (2002). Language learning in sheltered social studies classes.
TESOL Journal, 11(1), 1824.

16 Strategies
 Sweetwater District-Wide Academic Support Teams. (2010). The aca-
demic language function toolkit. Retrieved from http://www.cojusd. 1 O O % O N L I N E
org/cms/lib2/CA01001709/Centricity/Domain/198/Academic
%20Language%20Functions%20toolkit.pdf
Wasik, B. A. (2006). Building vocabulary one word at a time. Young
Children, 61, 7078. S

Phoebe Constantinou (pconstantinou@ithaca.edu) is an associate professor

in the Department of Health Promotion and Physical Education at Ithaca
College in Ithaca, NY.

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Volume 28 May/June 17